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Daniel Wigfield, Ryan Snelgrove, Luke R. Potwarka, Katie Misener and Laura Wood

of commitment, teamwork ability, and a heightened sense of enthusiasm for life on and off the court. PGC Basketball is the leader in basketball and life skills education compared to the other organizations classified as companies dedicated to providing comprehensive basketball development for

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Maureen R. Weiss

socially, psychologically, and behaviorally when afforded opportunities to learn important life skills in family, school, and community settings ( Eccles & Gootman, 2002 ; Lerner, Lerner, Almerigi, Theokas, & Phelps, 2005 ). The PYD framework is grounded within ecological systems theories that highlight

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Blandine Bril

task, and the environment ( Higgins, 1985 ; Newell, 1986 ). The action perspective appears more adequate to question the cultural component of real-life skills. However, it has hardly given rise to systematic studies taking into account cultural skills. Cultural Variation in Motor Habits and

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Maureen R. Weiss, Lindsay E. Kipp, Alison Phillips Reichter, Sarah M. Espinoza and Nicole D. Bolter

matched comparison group at postseason on life skills learning and transfer? In this article, we focus on methods, results, and interpretation of the longitudinal component (question 1). This study aim extended past evaluation research in several important ways. First, our study design was compatible with

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Jenessa Banwell, Gretchen Kerr and Ashley Stirling

the development of transferable life skills? At what stage(s) in your development did you receive mentorship? Did you find the mentorship to be helpful to you? Data Analysis Survey data were analyzed to provide important insight into the mentoring experiences of women in coaching. Quantitative data

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Chris G. Harwood and Sam N. Thrower

psychological characteristics for developing excellence ( MacNamara, Button, & Collins, 2010 ) in youth sport. Beyond a focus on performance outcomes and athletic improvement, scholarly attention has also been directed toward the study of life skills, positive youth development, and the psychosocial assets (see

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Emily J. Sleeman and Noora J. Ronkainen

, Blinde, & Weiss, 2000 ), and preparing people for life by teaching life skills ( Camiré, Trudel, & Forneris, 2012 ). Bennie and O’Connor ( 2010 ) highlighted that a coach’s role is now extending beyond performance-oriented goals and more toward developing an athlete who is also a responsible citizen

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Johanna Belz, Jens Kleinert and Moritz Anderten

target group, the inclusion of life skills in addition to relevant mental skills, and help for athletes to cope with the multitude of challenges in various sport and life domains. Whereas some of these recommendations could be realized in the setting of the current study (e.g., helping athletes handle

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Leonardo Ruiz, Judy L. Van Raalte, Thaddeus France and Al Petitpas

; Zirin, 2005 ). It has been suggested that the academy system leaves players unprepared in terms of the life skills and resources needed to transition to productive, socially healthy lives after sport ( Danish, Petitpas, & Hale, 1993 ; Schlossberg, 1981 ; Taylor & Olgivie, 1994 ). Theoretical and

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Tom Mitchell, Adam Gledhill, Mark Nesti, Dave Richardson and Martin Littlewood

). Coaches are encouraged to support the implementation of life skills into their coaching curricular in a bid to support wider psychosocial development, such as effective communication, self-awareness, and accessing social support away from the soccer environment ( Pierce, Kendellen, Camiré, & Gould, 2018